MEP Pupil Text 14

14 Loci and Transformations

14.1 Drawing and Symmetry
This section revises the ideas of symmetry first introduced in Unit 3 and gives you
practice in drawing simple shapes.

Worked Example 1
Describe the symmetries of each shape below.

(a) (b)

Solution
(a) This shape has 6 lines of symmetry, (b) This shape has one line of
as shown in the diagram. symmetry as shown below.

It has rotational symmetry of order 6 It has rotational symmetry of

as it can be rotated about its centre order 1, since it can rotate a
to 6 different positions. full 360° back to its original
position.

Worked Example 2
Draw accurately a rectangle with sides of length 8 cm and 5 cm.

Solution
First draw a line 8 cm long.

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Then draw lines 5 cm long at each end, making sure they are at right angles to the
base line.

Finally, join these two lines to complete the rectangle.

Measure the diagonals and check that they are both the same length.

Exercises
1. Draw accurately rectangles with the following sizes.
(a) 3 cm by 8 cm (b) 10 cm by 3 cm
(c) 6 cm by 7 cm (d) 6 cm by 4 cm
For each rectangle check that both diagonals are the same length.

2. Make accurate drawings of each of the shapes shown below and answer the
question below each shape.
2 cm
(a) 5 cm (b)

5 cm
4 cm

8 cm 6 cm

What is the length What is the length of the

of the sloping side? longest diagonal?

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(c) 2 cm
2 cm

5 cm
4 cm

7 cm

What is the length of the sloping side?

(d) 6 cm

3 cm

2 cm

5 cm
What is the length of the longest straight line which can be drawn inside the
shape?

3. Each shape below includes a semi-circle. Make an accurate drawing of each shape
and state the radius of the semi-circle.

(a) (b)

3 cm
5 cm 5 cm

4 cm
4 cm

(c) (d)

2 cm

4 cm 4 cm 10 cm

4 cm
8 cm 8 cm

Investigation
Are human beings symmetrical? Do you know of any animal that is not symmetrical?

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14.1
4. For each shape below:
(i) state the order of rotational symmetry,
(ii) copy the shape and draw any line of symmetry.

(a) (b) (c)

(d) (e) (f)

5. (a) Copy and shade part of the shape below so that it has 3 lines of symmetry.

(b) What is the order of rotational symmetry of the shape?

6. State the number of lines of symmetry and the order of rotational symmetry for
each shape below.

(a) (b)

(c) (d)

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7. Which of the shapes below have:

(a) rotational symmetry of order 1 (b) no lines of symmetry
(c) more than two lines of symmetry (d) rotational symmetry of order 2
(e) rotational symmetry of an order greater than 2?

A B C

D E F

8. Make 4 copies of the shape opposite. Shade triangles in

the shape to produce shapes with:
(a) 2 lines of symmetry,
(b) one line of symmetry,
(c) rotational symmetry of order 2,
(d) rotational symmetry of order 4.

14.2 Scale Drawings

Scale drawings are often used to produce plans for houses or new kitchens. For example,
a scale of 1: 40 means that 1 cm on the plan is equivalent to 40 cm in reality.

Worked Example 1
The diagram shows a scale drawing of the
end wall of a house. The scale used is 1:100.

Find:
(a) the height of the top of the chimney,
(b) the height of the door,
(c) the width of the house.

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Solution
As the scale is 1:100, every 1 cm on the drawing represents 100 cm or 1 m in reality.
(a) The height of the top of the chimney is 7.5 cm on the drawing. This corresponds to
7.5 × 100 = 750 cm or 7.5 m in reality.
(b) The height of the door is 2 cm on the drawing and so is 2 m in reality.
(c) The width of the house is 6 cm on the drawing and so is 6 m in reality.

Worked Example 2
The diagram shows a rough sketch of the layout of a garden.

1m Flower Bed

3m 6m
2m

Lawn
Patio
3m Shed

10 m

Produce a scale drawing with a scale of 1: 200.

Solution
A scale of 1: 200 means that 1 cm on the plan represents 200 cm or 2 m in reality.
The table below lists the sizes of each part of the garden and the size on the scale drawing.

Area Real Size Size on Drawing

Garden 10 m × 6 m 5 cm × 3 cm
Patio 5m × 3m 2.5 cm × 1.5 cm
Lawn 7m × 5m 3.5 cm × 2.5 cm
Flower Bed 10 m × 1 m 5 cm × 0.5 cm
Shed 3m × 2m 1.5 cm × 1 cm

A scale drawing can now be

produced and is shown opposite Flower Bed
drawn on squared paper.
Patio
Lawn
Shed

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Exercises
1. The scale drawing below of a flat has been drawn on a scale of 1: 200.

Bathroom Kitchen
Lounge

Bedroom

Hallway

(a) Find the actual sizes of the lounge and bathroom.

(b) Find the area of the bedroom floor.
(c) Find the length of the hallway.

2.
Work Top
Work Top

The scale drawing shown a plan of a kitchen on a scale of 1: 60.

(a) What are the length and width of the kitchen?
(b) What is the size of the cooker?
(c) What is the size of the sink?
(d) Find the area of the worktops in the kitchen.

3. A rough sketch is made of a set of offices. It is shown below.

2.5 m 5m 2.5 m 2.5 m

2m 3m

2m

Use the information given to produce a scale drawing with a scale of 1: 200.

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4. Hannah produces a scale drawing of her ideal bedroom on a scale of 1: 50.

The plan is shown below.

Wardrobe

Bed

Dressing Table
Arm
Shelf

Chair Desk

(a) What is the size of the room? (b) How long is her bed?
(c) What is the area of the top of her desk?
(d) What is the floor area of the room?

5. The diagram shows a rough sketch of the 5m 3m

end wall of a house.
3m

(a) Produce a scale drawing using a

scale of 1:100.
6m
(b) Use the drawing to find the sloping
lengths of both sides of the roof.
8m

6. The diagram shows a scale

drawing of a garden.
It is drawn with a scale of 1: 80. Flower Bed

(a) How wide is the garden? Path

(b) How long is the path?

(c) A shed with a base of size Lawn
2 m by 1.5 m is to be added
to the plan.
Find the size of the rectangle
that should be drawn on the plan.
(d) The garden also contains a pond of radius 0.6 m. What would be the radius
of the circle which should be added to the plan?

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7. A classroom is rectangular with width 4 m and length 5 m.

What would be the size of the rectangle used to represent the classroom on plans
with a scale of:
(a) 1: 50 (b) 1: 25 (c) 1: 100?

8. The diagram shows a scale plan of a small industrial estate drawn on a scale of
1: 500.

UNIT 3 UNIT 4

Road

UNIT 2

UNIT 5

UNIT 1

(a) Find the floor area of each unit.

(b) Re-draw the plan with a scale of 1:1000.

9. The plan of a house has been drawn using a scale of 1: 20.

(a) (i) On the plan, the length of the lounge is 25 cm. What is the actual
length of the lounge in metres?
(ii) The actual lounge is 3.2 m wide. How wide is the lounge on the plan?

(b) The actual kitchen is 2.6 m wide. Estimate, in feet, the width of the actual
kitchen.
(SEG)

10. A classroom is drawn on a plan using a scale of 1: 50.

(a) On the plan, how many centimetres represent one metre?

(b) The width of the classroom is 6.7 m. How many centimetres represent this
width on the plan?
(SEG)

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11. Byron and Shelley are two dogs.

(a) Byron's lead is 1 m long. One end of the lead can slide along a railing,
which is fixed to the wall of the house.
Shelley's lead is 1.5 m long. One end of this lead is attached to a post, A, at
the corner of his kennel.

The scale diagram below represents the fenced garden, PQRS, where the
dogs live.

House
P Q

Scale
2 cm
represents
1m
A

Kennel

S R

Copy the diagram and show on your drawing all the possible positions of
each dog if the leads remain tight.

(b)
Not to scale

80 cm
60 cm

100 cm

The diagram represents the cross-section of Shelley's kennel. Calculate the

area of this cross-section, giving your answer in cm 2 .
(MEG)

Investigation
Look at an atlas and find out the scales used in maps of the UK, Europe and the world.
Are the same scales used for all the different maps? If not, why not?

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12. The diagram is an isometric drawing of a kitchen with cupboards at floor level.
The kitchen is a cuboid 300 cm wide, 450 cm long and 250 cm high.
The work top above the cupboards is 100 cm above the floor and 50 cm wide.

To
r k p A
Wo
Cu
pb
oa
s rds
ard z Do
p bo or
B Cu
y 250

450 200 x
400
350 150
300 300
250 250
100 200
200
150 150
50
100 100
50 50
O

(a) Another cupboard is to be fixed above the work top on the shorter wall.
It is a cuboid 300 cm long, 50 cm high and 25 cm from back to front.
Its top is to be 50 cm below the ceiling.
Draw this cupboard on a copy of the diagram.
(b) Axes, Ox, Oy, Oz are taken as shown in the diagram. Write down the
coordinates of
(i) the point A (ii) the point B.

y
(c)

450
This is a scale drawing of the Cupboards
400
floor of the kitchen.
350
Cupboards

The part of the floor within

50 cm of the cupboards must 300
be kept clear.
250

200

150
On a copy of the diagram, show 100
clearly and accurately this part
of the floor. 50

x
O 50 100 150 200 250 300

(MEG)
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14.3 Constructing Triangles and Other Shapes

A protractor and a compass can be used to produce accurate drawings of triangles and
other shapes.

Worked Example 1
Draw a triangle with sides of length 8 cm, 6 cm and 6 cm.

Solution
First draw a line of length 8 cm.

Then set the distance between the point and pencil of your compass to 6 cm and draw an
arc with centre A as shown below.

A 8 cm B

The arc is a distance of 6 cm from A.

With your compass set so that the distance between the point and the pencil is still 6 cm,
draw an arc centred at B, as shown below.

A 8 cm B

The point, C, where the two arcs intersect is the third corner of the triangle.

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The triangle can now be completed.

6 cm 5 cm
6 cm

A 8 cm B

Worked Example 2
The diagram shows a rough sketch of a triangle.

7 cm

38˚
A 6 cm B

Make an accurate drawing of the triangle and find the length of the third side.

Solution
First draw a line of length 6 cm and measure an angle of 38° .

38˚
A 6 cm B

Then measure 7 cm along the line and the triangle can be completed.

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7 cm

38˚
A 6 cm B

The third side of the triangle can then be measured as 4.3 cm.
C
Worked Example 3
The diagram shows a rough sketch of a triangle.

5 cm

Make an accurate drawing of the triangle.

30˚
A B
Solution 8 cm

First draw the side of length 8 cm and measure the angle of 30° , as shown below.

30˚
A 8 cm B

Set the distance between the point and pencil

of your compass to 5 cm.

Then draw an arc centred at B,

which crosses the line at 30° to AB.

30˚
A 8 cm B

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As the arc crosses the line in two places, there are two possible triangles that can be
constructed as shown below.

5 cm

30˚
A 8 cm B

Both triangles have the lengths and 5 cm

angle specified in the rough sketch.

30˚
A 8 cm B
Note
An arc must be taken when constructing triangles to ensure that all possibilities are
considered.

Exercises
1. Draw triangles with sides of the following lengths.
(a) 10 cm, 6 cm, 7 cm (b) 5 cm, 3 cm, 6 cm
(c) 4 cm, 7 cm, 6 cm

2. Draw accurately the triangles shown in the rough sketches below and answer the
question given below each sketch.

(a) C (b) C

5 cm

30˚ 45˚ 30˚

A 8 cm B A 6 cm B

How long is the side BC? How long are the sides AC and BC?

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(c) C (d) C

120˚

5 cm 7 cm 6 cm 7 cm

A B A 8 cm B
How long is the side AB? What is the size of the angle ABC?

(e) (f)
C C

80˚

8 cm

70˚ 40˚
A 7 cm B A 6 cm B
How long is the side AC? How long is the side BC?

3. An isosceles triangle has a base of length 6 cm and base angles of 50° . Find the
lengths of the other sides of the triangle.

4. An isosceles triangle has 2 sides of length 8 cm and one side of length 4 cm.
Find the sizes of all the angles in the triangle.

5. Draw an equilateral triangle with sides of length 5 cm.

6. For each rough sketch shown below, draw two possible triangles.

(a) (b)

5 cm 4.5 cm

45˚ 60˚
6 cm 5 cm

(c) (d)

5 cm
3.5 cm

30˚ 50˚
7 cm 4 cm

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7. (a) Draw accurately the parallelogram shown below.

5 cm

60˚
4 cm

(b) Measure the two diagonals of the parallelogram.

3 cm 3 cm
8. (a) Draw the kite shown in the rough sketch
opposite.

(b) Check that the diagonals of the kite are at 5 cm 5 cm

right angles. 40˚

9. A pile of sand has the shape shown below. Using an accurate diagram, find its
height.

4m 4m

6m

θ
10. Draw accurately the shape shown opposite.
7 cm 7 cm
Find the size of the angle marked θ .

4 cm 4 cm

D
11. The sketch shows the design for a church window. Not to
scale
CB and EA are perpendicular to BA.
C E
CD is part of a circle, centre E.
DE is part of a circle, centre C. 8 cm 8 cm

Using a ruler and compasses draw the design accurately. B A

6 cm
(SEG)

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12. John is required to construct a pyramid with a square base,

as shown opposite.

7 cm
(a) Each sloping face is a triangle with base angles
of 55° .

Construct one of these triangles accurately

55˚ 55˚
and to full size.
7 cm

(b) Construct the square base of the pyramid accurately and to full size.
(MEG)

13. A rectangle has sides of 8 cm and 5 cm.

(a) Calculate the perimeter of the rectangle.
(b) Construct the rectangle accurately.
(MEG)

14. Construct a rhombus ABCD with the line AB as base and with BÂD = 50° .
(MEG)

14.4 Enlargements
An enlargement is a transformation which enlarges (or reduces) the size of an image.
Each enlargement is described in terms of a centre of enlargement and a scale factor.

A''

A'

O
Centre of
Enlargement Scale Factor 2 Scale Factor 4

The example shows how the original, A, was enlarged with scale factors 2 and 4. A line
from the centre of enlargement passes through the corresponding corners of each image.

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Note
The distances, OA′ and OA′′ , are related to OA:
OA ′ = 2 × OA
OA ′′ = 4 × OA
The same is true of all the other distances between O and corresponding points on the
images.
A
Worked Example 1 B
Centre of O
Enlarge the triangle shown using the centre
Enlargement
of enlargement marked and scale factor 3.
C
Solution
The first step is to draw lines from the centre of enlargement through each corner of the
triangle as shown below.

A'

B'
A

B
Centre of O
Enlargement

C'

As the scale factor is 3, then

OA ′ = 3 × OA
OB′ = 3 × OB
OC ′ = 3 × OC

The points A ′ , B′ and C ′ have also been marked on the diagram. Once these points
have been found they can be used to draw the enlarged triangle.

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14.4

A'

B'
A

B
Centre of O
Enlargement

C'

D
Worked Example 2
Enlarge the pentagon with scale factor 2 using the E C
O
centre of enlargement marked on the diagram.
Centre of
Enlargement A B
Solution
The first step is to draw lines from the
centre of enlargement which pass through
D'
the five corners of the pentagon.

As the scale factor is 2 the distances

D
from the centre of enlargement to the
corners of the image will be E' C'
OA ′ = 2 × OA E O C

OB′ = 2 × OB Centre of
Enlargement A B
OC ′ = 2 × OC A' B'
OD ′ = 2 × OD
OE ′ = 2 × OE .

D'
These points can then be marked and
joined to give the enlargement.
D

E' C'
E O C
Centre of
Enlargement A B
A' B'

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Worked Example 3 D'' C'

The diagram shows the square ABCD
which has been enlarged to give the D' C'
squares A ′ B′ C ′ D ′ and A ′′ B′′ C ′′ D ′′ . D C

(a) Find the scale factor for each

enlargement.
A B
(b) Find the centre of enlargement.
A' B'

A'' B'
Solution
(a) The sides of the square ABCD are each 1.5 cm. The sides of the square A ′ B′ C ′ D ′
are 3 cm. As these are twice as long as the original, the scale factor for this
enlargement is 2.
The sides of the square A ′′ B′′ C ′′ D ′′ are 6 cm, which is 4 times longer than the
original square. So the scale factor for this enlargement is 4.

(b) To find the centre of enlargement draw lines through A, A ′ and A ′′ , then repeat
for B, B′ and B′′ , C, C ′ and C ′′ and D, D ′ and D ′′ .

D'' C''

D' C'
D C

Centre of
Enlargement
A B

A' B'

A'' B''

These lines cross at the centre of enlargement as shown in the diagram.

Investigation
Points X and Y lie on a straight line AB. Given that AX : XB = 1 : 2 and
AY : YX = 2 : 3, write down the ratio AY : XB.

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Exercises
Centre of
1. Enlarge the triangle shown with scale factor 3 Enlargement
and the centre of enlargement shown.

2. Copy the diagrams below on to squared paper. Enlarge each shape with scale
factor 2 using the point marked as the centre of enlargement.

(a) (b)

Centre of
Enlargement
Centre of
Enlargement

(c) (d)
Centre of
Enlargement

Centre of
Enlargement

(e) (f)

Centre of Centre of
Enlargement Enlargement

3. (a) A boy writes his initials as shown below. Use the marked centre of
enlargement to enlarge his initials with scale factor 3.
Centre of
Enlargement

(b) Repeat part (a) using your own initials.

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4. In each diagram below, the smaller shape has been enlarged to obtain the larger
shape. For each example state the scale factor.

(a) (b)

(c) (d)

(e) (f)

5. Copy each diagram on to squared paper. Then find the centre of enlargement and
the scale factor when the smaller shape is enlarged to give the bigger shape.

(a) (b)

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(c) (d)

(e) (f)

6. Copy each diagram below and enlarge it with scale factor 3.

(a) (b)
Centre of
Enlargement
Centre of
Enlargement

7. (a) Draw a set of axes with x and y values from 0 to 15.

(b) Plot the points (2, 2), (6, 2), (6, 6) and (2, 6), then join them to form a
square.
(c) Enlarge the square with scale factor 3, using the point with coordinates
(3, 3) as the centre of enlargement.

8. (a) Draw a circle with centre at (4, 4) and radius 2.

(b) Enlarge the circle with scale factor 2 and centre of enlargement (4, 4).
(c) Enlarge the circle with scale factor 3 and centre (5, 5).

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9. A triangle with vertices at the points with coordinates (2, 1) (7, 1) and (7, 6) is
enlarged to give the triangle with coordinates at the points (6, 3), (21, 3) and (21, 18).
(a) Draw both triangles.
(b) What is the scale factor of the enlargement?
(c) What are the coordinates of the centre of enlargement?

10. (a) On a set of axes draw a triangle.

(b) Enlarge the triangle with scale factor 2 using the point (0, 0) as the centre of
enlargement.
(c) Write down the coordinates of both triangles. How do they compare?
(d) What would you expect to be the coordinates of your triangle if it were to be
enlarged with scale factor 3 using (0, 0) as the centre of enlargement?
Check your answer by drawing the triangle.
(e) Enlarge your original triangle with a different centre. Is there a simple
relationship between the coordinates of the original and the enlargement,
when the centre of enlargement is used?

11. Using the point O as the centre of enlargement,

enlarge the rectangle with scale factor 3.
O
(MEG)

12.
The shaded square has sides of length 1 cm.
It is enlarged a number of times as shown.

(a) Copy and complete the table below

.
Length of Side of Square 1 cm 2 cm 3 cm 4 cm

Perimeter of Square 4 cm 8 cm 12 cm

Area of Square 1 cm2 4 cm2 16 cm2

The shaded square continues to be enlarged.

(b) Copy and complete the following table.

Length of Side of Square

Perimeter of Square

Area of Square 64 cm2

(SEG)

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14.5 Reflections
Reflections are obtained when you draw the image that would be obtained in a mirror.

Mirror Line

Every point on a reflected image is always the same distance from the mirror line as the
original. This is shown below.
Mirror Line

Note
Distances are always measured at right angles to the mirror line.

Worked Example 1
Draw the reflection of the shape in the mirror line shown.

Mirror Line

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Mirror Line
Solution
The lines added to the diagram show how
to find the position of each point after it
has been reflected.

Remember that the image of each point is

the same distance from the mirror line as
the original.

Mirror Line

The points can then be joined to give

the reflected image.

If the construction lines have been

drawn in pencil they can be rubbed
out.

Worked Example 2
Reflect this shape in the
mirror line shown in the
diagram. Mirror Line

Solution
The lines are drawn at
right angles to the mirror
line. The points which
form the image must be
the same distance from Mirror Line
the mirror lines as the
original points. The
points which were on the
mirror line remain there.

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The points can then be

joined to give the
reflected image. Mirror Line

Exercises
1. Copy the diagram below and draw the reflection of each object.
Mirror Line
(a) (b)

Mirror Line

(c) (d)

Mirror
Line

Mirror Line

(e) (f)

Mirror
Line

Mirror Line

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2. Copy each diagram and draw the reflection of each shape in the mirror line shown.

(a) (b)

(c)

(d) (e) (f)

3. (a) Draw a set of axes with x and y values from − 5 to 5.

(b) Plot the points with coordinates

(1, 1), (1, 5), (4, 5), (4, 3), (2, 3), (2, 1).
Join the points in that order to form a shape.
(c) Reflect the image in the y-axis. Write down the coordinates of the corners of
this shape.
(d) Reflect the image obtained in (c) in the x-axis. List the coordinates of the
corners.
(e) Reflect the image obtained in (d) in the y-axis. Describe how this shape
could have been obtained directly from the original shape.

y
4. A student reflected his two initials,
the first in the y-axis and the second in
the x-axis, to obtain the image opposite.

Copy the diagram and show the x

original position of the initials.

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5. Copy the diagram below.

y

6
A B C D
4

0 x
0 2 4 6 8 10 12 14 16 18 20

Draw in the mirror line for each reflection described.

(a) A→B (b) B→C (c) C→D (d) A→D

y
6. (a) Copy the axes and shape shown.
4
(b) (i) Draw the reflection of the shape 3
in the y-axis.
2
(ii) Compare the coordinates of 1
each shape. x
–4 –3 –2 –1 0 1 2 3 4
(iii) Describe what happens to the –1
coordinates of a point when it –2
is reflected in the y-axis. –3
–4
(c) Repeat (b) using the x-axis.

X
7. (a) Copy the diagram and draw the
B reflection of ABCD in the mirror line
XY.
A C (b) ABCD has rotational symmetry.
Mark with a cross its centre of
D rotation.
(SEG)
Y

8. (a) Find the area of the shaded shape.

(b) Copy the diagram and draw the

reflection of the shaded shape
in the mirrorline.

Mirror Line

(NEAB)

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14.6 Construction of Loci

When a person moves so that they always satisfy a certain condition, their possible path
is called a locus. For example, consider the path of a person who walks around a
building, always keeping the same distance away from the building.

Building Path of the person

The dotted line in the diagram shows the path taken – i.e. the locus.

Worked Example 1
Draw the locus of a point which is always a
constant distance from another point.
A
Solution
The fixed point is marked A.
The locus is a circle around the fixed point.

Worked Example 2
Draw the locus of a point which is
always the same distance from A A B
as it is from B.

Solution
A B
The locus of the line AB will be the
same distance from both points.
mid-point

However, any point on a line

perpendicular to AB and passing
through the mid-point of AB will
also be the same distance from
A and B. Locus

A B
The diagram shows how to
construct this line.

This line is called the perpendicular

bisector of AB.

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Worked Example 2
Draw the locus of a point that is the same distance from the lines AB and AC shown in
the diagram below.
B

A C

Solution
ˆ into two equal angles. The diagram
The locus will be a line which divides the BAC
below shows how to construct this locus.
B

This line is called the bisector

Locus
ˆ .
of BAC

A C

Exercises
1. Draw the locus of a point which is always a distance of 4 cm from a fixed point A.

2. The line AB is 4 cm long. Draw the locus of a point which is always 2 cm from the
line AB.
A C

3. Copy the diagram and draw in the locus

of a point which is the same distance
from the line AB as it is from CD.

B D

4. (a) Draw an equilateral triangle with sides of length 5 cm.

(b) Draw the locus of a point that is always 1 cm from the sides of the triangle.

C
5. Copy the triangle opposite.
5 cm

Draw the locus of a point which is the

same distance from AB as it is from AC. A 3 cm

5 cm

B
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 MEP Pupil Text 14

6. Draw the locus of a point that is the same distance from both lines shown in the
diagram below.

7. (a) Draw 2 parallel lines.

(b) Draw the locus of a point which is the same distance from both lines.

8. The diagram below shows the boundary fence of a high security army base.

(a) Make a copy of this diagram.

(b) A security patrol walks round the outside of the base, keeping a constant
distance from the fence. Draw the locus of the patrol.
(c) A second patrol walks inside the fence, keeping a constant distance from the
fence. Draw the locus of this patrol.

9. The points A and B are 3 cm apart. Draw the locus of a point that is twice as far
from A as it is from B.

10. A ladder leans against a wall, so that it is almost vertical. It slides until it is flat on
the ground. Draw the locus of the mid-point of the ladder.

11. The points A and B are 4 cm apart.

(a) Draw the possible positions of the point, P, if
(i) AP = 4 cm and BP = 1 cm
(ii) AP = 3 cm and BP = 2 cm
(iii) AP = 2 cm and BP = 3 cm
(iv) AP = 1 cm and BP = 4 cm

(b) Draw the locus of the point P, if AP + BP = 5 cm .

(c) Draw the locus of the point P, if AP + BP = 6 cm .

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14.7 Enlargements which Reduce

When the scale factor of an enlargement is a fraction, the size of the enlargement is reduced.
The image of the original is then between the centre of enlargement and the original.

A
Worked Example 1
The diagram shows three triangles.
A'
ABC was enlarged with different
scale factors to give A ′ B′ C ′ and A''
A ′′ B′′ C ′′ .

(a) Find the centre of enlargement. B'' B' B

(b) Find the scale factor for each C''

enlargement. C'

C
Solution
(a) To find the centre of enlargement, lines should be drawn through the corresponding
points on each figure.

A'

A''

Centre of B'' B' B

Enlargement
C''
C'

(b) To find the scale factors, compare the lengths of sides in the different triangles.
First consider triangles ABC and A ′ B′ C ′ :
AC = 6 cm and A ′ C ′ = 3 cm ,
1
so A ′ C′ = × AC ,
2
1
which means that the scale factor is .
2

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For triangles ABC and A ′′ B′′ C ′′ ,

AC = 6 cm and A ′′ C ′′ = 1.5 cm ,
1
so A ′′ C ′′ = × AC
4
1
which means that the scale factor is .
4

Worked Example 2
1
Enlarge the triangle below with scale factor and centre of enlargement as shown.
3

Centre of
Enlargement

C B

Solution
The first stage is to draw lines from each corner of the triangle through the centre of
enlargement.

A'

O B'
C'

C B

Then the corners of the image should be fixed so that

1
OA ′ = × OA
3
1
OB′ = × OB
3
1
OC ′ = × OC .
3

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14.7 MEP Pupil Text 14

These points can then be joined to give the image.

A'

O B'
C'

C B

Exercises
1. For each pair of objects, state the scale factor of an enlargement which produces
the smaller image from the larger one.

(a) (b)

(c) (d)

(e)

(f)

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 MEP Pupil Text 14

2. In each example below, the smaller shape has been obtained from the larger shape
by an enlargement. For each example, state the scale factor and the coordinates of
the centre of enlargement.
y

12
(a) (b)
10

(c)
2

x
0 2 4 6 8 10 12 14 16 18 20 22 24

3. Copy each shape and enlarge using the centre of enlargement shown and the scale
factor specified.
(b)
(a)
Centre of
Enlargement

Centre of
Enlargement
1 2
Scale factor Scale factor
2 3

(c) (d)

Centre of
Enlargement
Centre of
Enlargement

1 3 3 1
Scale factor and Scale factor and
4 4 4 8

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14.7 MEP Pupil Text 14

4. For each of (a) to (d) below:

(i) draw the triangle which has corners at the points given;
(ii) enlarge each triangle using the scale factor and centre of enlargement given;
(iii) write down the coordinates of the corners of the image.

1
(a) (1, 2), (3, 6), (7, 4) Scale factor Centre of enlargement (3, 0)
2
1
(b) (3, 4), (6, 7), (12, 4) Scale factor Centre of enlargement (0. 1)
3
5
(c) (1, 1), (7, 1), (7, 7) Scale factor Centre of enlargement (1, 1)
6
1
(d) (2, 0), (4, 4), (6, 2) Scale factor Centre of enlargement (8, 6)
4

5. (a) Plot the points:

(2, 3), (2, 6), (5, 9), (8, 9), (11, 6), (11, 3), (8, 0) and (5, 0).
Join the points to form an octagon.
(b) When the octagon is enlarged, the corners move to the points with
coordinates:
(4, 3), (4, 4), (5, 5), (6, 5), (7, 4), (7, 3), (6, 2) and (5, 2).
Draw this octagon.
(c) Find the centre of enlargement and the scale factor.
(d) Use the same centre of enlargement to enlarge the original octagon with
2
scale factor .
3

6. The larger triangle shown below is reduced in size by using a photocopier to give
the smaller triangle.
C

Not to scale
C'
30 cm 50 cm
10 cm

A B A' B'
45 cm

(a) What is the scale factor of the enlargement which took place?
(b) What are the lengths of A ′ C ′ and B′ C ′ ?

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 MEP Pupil Text 14

7. Each diagram below shows a shape and its image after an enlargement.
In each case, state the scale factor and the lengths of each side of the image.

(a) (b)
15 cm
10 cm 40 cm
18 cm x
50 cm
x
34
30 cm
9 cm z
20 cm y
12 cm y

(c) (d)
63 cm
40 cm
x 64 cm
81 cm

54 cm 9 cm x
y 24 cm
48 cm
y
36 cm z

8. The parallelogram ABCD has vertices (6, 3), (9, 3), (12, 9) and (9, 9) respectively.

y (cm)

10
9
D C
8
7
6
5
4
3
A B
2
1
x (cm)
0 1 2 3 4 5 6 7 8 9 10 11 12 13

1
An enlargement scale factor and centre (0, 0) transforms parallelogram ABCD
3
onto parallelogram A ′ B′ C ′ D ′ .

(a) (i) Draw the parallelogram A ′ B′ C ′ D ′ .

(ii) Calculate the area of parallelogram A ′ B′ C ′ D ′ .

(b) The side AB has length 3 cm. The original shape ABCD is now enlarged
2
with a scale factor of to give A ′′ B′′ C ′′ D ′′ .
5
Calculate the length of the side A ′′ B′′ .
(SEG)

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14.7 MEP Pupil Text 14

9. (a) Draw a rectangle and write down the coordinates of each corner.
1
(b) Enlarge the rectangle with scale factor using (0, 6) as the centre of
2
enlargement. Write down the coordinates of each corner of the rectangle you
obtain.
(c) How are the coordinates of the image related to the coordinates of the
original?
(d) What would you expect the coordinates of the smaller rectangle to be if the
1
original was enlarged with scale factor ? Check your answer by drawing
4
this enlargement.
(e) Find the area of each rectangle. How does the scale factor of an enlargement
affect the area of a shape?

14.8 Further Reflections

This section considers reflections in lines which are not simply horizontal or vertical.
It also makes more use of equations to describe mirror lines.
Mirror
Line
Worked Example 1
Draw the reflection of the shape
in the mirror line shown.

Mirror
Line
Solution
The image of each point will be
the same distance from the mirror
line as the original points.

These distances should be measured

so that they are perpendicular to the
mirror line.

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 MEP Pupil Text 14

Mirror
Line
These points can then be joined
to give the reflected image.

Worked Example 2
The diagram shows a number of triangles which can be obtained from each other by
reflections in suitable lines.
y

9
8
7
6
5
B A
4
3
2
C
1
x
–9 –8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–1
–2
D E
–3
–4
–5
–6
–7

Find the equation of the mirror line which reflects:

(a) A to B (b) A to C
(c) A to D (d) A to E.

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14.8 MEP Pupil Text 14

Mirror Line y
Solution
(a) The diagram shows the 9
mirror line. 8
7
This vertical line passes 6
through − 2.5 on the x-axis 5
B A
and has equation 4

x = − 2.5 . 3
2
1
x
–9 –8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3

Mirror Line
y

(b) The diagram shows the mirror line.

9
8
This line passes through points with 7
coordinates (1, 1), (2, 2), (3, 3), etc. 6
and has equation 5
A
y = x. 4
3
2
C
1
x
0 1 2 3 4 5 6 7 8 9 10

y
Mirror Line
(c) The diagram shows the sloping
mirror line which is used to 9
reflect A on to D. 8
7
It passes through the points with 6
coordinates ( −1, 1), ( − 2 , 2), 5
A
( − 3 , 3), etc. and has equation 4

y = − x. 3
2
1
x
–9 –8 –7 – 6 –5 – 4 –3 –2 –1 1 2 3
–1
–2
D
–3

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 MEP Pupil Text 14

9
8
(d) The diagram shows the horizontal mirror line 7
which is needed for this reflection. 6
5
It passes through 1 on the y-axis and so has equation A
4
y = 1. 3
2
Mirror Line
1
x
0 1 2 3 4
–1
–2
E
–3
–4
–5
–6
–7

Exercises
1. Copy the diagrams below and draw the reflection of each shape in the mirror line
shown.
(a) (b)
Mirror Mirror
Line Line

(c) (d) Mirror Line

Mirror
Line

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14.8 MEP Pupil Text 14

(e) (f)
Mirror Line

Mirror Line

2. The diagram shows the positions of the shapes A, B, C, D and E.

A B C D E
5
4
3
2
1
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

The table below gives the equations of lines of reflection needed to obtain one
shape from another. The symbol ✕ means that it is impossible to obtain one
shape from the other by a reflection.

E D C B

A ✕
X

C ✕

D x = 15

Copy and complete the table.

3. (a) Draw a set of axes with x-values from 0 to 15 and y-values from 0 to 5.
(b) Join in order the points with the following coordinates:
(1, 1), (1, 5), (4, 5), (4, 3) and (1, 3).

(c) Draw the line x = 5 and reflect the original shape in this line.
(d) Draw the line x = 10 and reflect the image obtained in (c) in this line.

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 MEP Pupil Text 14

4. Copy the set of axes below and the shape labelled A.

y

8
7
6
5
4
A

3
2
1
x
–8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8
–1
–2
–3
–4
–5
–6
–7
–8

(a) Reflect A in the line x = 2 to obtain B.

(b) Reflect B in the line y = − 2 to obtain C.
(c) Reflect A in the line y = x to obtain D.
(d) Reflect B in the line y = − x to obtain F.

5. The diagram shows a number of shapes which have been reflected in various lines.
y

B
8
7
6
5
G C A
4
3
2
1
x
–8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8
–1
F
–2
–3
H
–4
–5
E
–6
D
–7
–8

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14.8 MEP Pupil Text 14

Find the equation for the reflection which maps

(a) A to B (b) A to C (c) A to D
(d) B to F (e) C to G (f) C to H
(g) B to H.

6. (a) Draw the triangle which has corners at (1, 1), (3, 1) and (1, 4) on a set of
axes with x and y values from − 3 to 8.

(b) Reflect the triangle in the lines:

(i) y = x+3 (ii) y = 2−x

7. (a) Draw a set of axes with x and y values from 0 to 6.

(b) Join the points
(3, 1), (6, 1), (6, 2), (5, 2), (5, 3), (4, 3), (4, 2), (3, 2) and (3, 1).
(c) Draw the line y = x and the reflection of this shape in this line.
(d) Complete a copy of the table below.

Coordinates of the Coordinates of the

original points reflected points

(3, 1) (?, ?)
(6, 1) (?, ?)
(6, 2) (?, ?)
(5, 2) (?, ?)
(5, 3) (?, ?)
(4, 3) (?, ?)
(4, 2) (?, ?)
(3, 2) (?, ?)

(e) Describe what happens to the coordinates of a point when it is reflected in

the line y = x .
(f) The coordinates of the corners of a rectangle are
(3, 2), (5, 2), (3, 3) and (5, 3).
If the rectangle was reflected in the line y = x , what would be the
coordinates of the corners of the image?
(g) Draw both rectangles and check your answers.

Information
The Babylonians (around 2000 BC) were the first to divide a circle into 360 parts called
'degrees'. This was the consequence of the Babylonians' estimation of 360 days in a year.
The Babylonians used a sexagesimal system (base 60). Thus angles at a point equal 360˚,
one degree equals 60 minutes and one minute equals 60 seconds.

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 MEP Pupil Text 14

14.9 Rotations
Rotations are obtained when a shape is rotated about a fixed point, called the centre of
rotation, through a specified angle. The diagram shows a number of rotations.

Rotation 90˚ Original position

anti-clockwise

Centre of Rotation

Rotation 90˚
Rotation 180˚ clockwise

It is often helpful to use tracing paper to find the position of a shape after a rotation.

y
Worked Example 1
Rotate the triangle shown in the diagram through 90° 6
clockwise about the point with coordinates (0, 0). 5
4
3
2
1
x
0 1 2 3 4 5 6
–1
Solution –2
–3
y –4
–5
6 –6
5
4
3
2 The diagram opposite shows how
1 each corner can be rotated through
x 90° to give the position of the new
Centre of 0 1 2 3 4 5 6 triangle.
–1
Rotation
–2
–3
–4
–5
–6

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14.9 MEP Pupil Text 14

Worked Example 2
The diagram shows the position of a shape A and the shapes, B, C, D, E and F which are
obtained from A by rotation.
y

8
F 7 A

5 B
4
D 3
2
1
x
–8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 5 6 7 8
–1
–2
–3 C
–4
–5
–6
E –7
–8

Describe the rotation which moves A onto each other shape.

Solution
The diagram shows the centres of rotation and how one corner of the shape A was
rotated.
y

8
F 7 A

5 B
4
D 3
2
1
x
–8 –7 – 6 –5 – 4 –3 –2 –1 0 1 2 3 5 6 7 8
–1
–2
–3 C
–4
–5
–6
E –7
–8

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 MEP Pupil Text 14

Each rotation is now described.

• A to B: Rotation of 180° about the point (5, 6).
• A to C: Rotation of 180° about the point (3, 2).
• A to D: Rotation of 90° anti-clockwise about the point (0, 0).
• A to E: Rotation of 180° about the point (0, 0).
• A to F: Rotation of 90° anti-clockwise about the point (0, 4).
y
Exercises
6
1. Copy the axes and triangle 5
shown opposite. 4
3
(a) Rotate A through 90°
2 A
clockwise around (0, 0)
1
to obtain B.
x
– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6
(b) Rotate A through 90° –1
anticlockwise around –2
(0, 0) to obtain C. –3
–4
(c) Rotate A through 180°
–5
around (0, 0) to obtain D.
–6

2. Repeat Question 1 for the triangle with coordinates (3, 1), (6, 2) and (0, 4).

3. Copy the axes and triangle shown below.

y

12
11
10
9
8
7
6
5
4
3
2
1
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Rotate the triangle through 180° using each of its corners as the centre of rotation.

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14.9 MEP Pupil Text 14

4. Copy the axes and shape shown below.

6
5
4
3
2
1
x
– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
–1
–2
–3
–4
–5
–6

(a) Rotate the original shape through 90° clockwise around the point (1, 2).
(b) Rotate the original shape through 180° around the point (3, 4).
(c) Rotate the original shape through 90° clockwise around the point (1, − 2 ).
(d) Rotate the original shape through 90° anti-clockwise around the point (0, 1).

5. Repeat Question 4 for the triangle with corners at (2, 2), (1, 3) and (3, 5).

6. The diagram shows the position of a shape labelled A and other shapes which were
obtained by rotating A.
y

7
6
5
A
4
D
3
2
E
1
x
– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3
B
–4
C
–5
–6

(a) Describe how each shape can be obtained from A by a rotation.

(b) Which shapes can be obtained by rotating the shape E?

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 MEP Pupil Text 14

7. The shape A has been rotated to give each of the other shapes shown. For each
shape, find the centre of rotation.
y

13
B
12
11
F
10
9
A D
8
E
7
6
5
4
3
2
C
1
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

8. (a) Describe how each shape shown below can be obtained from A by a rotation.

10
9
F A
8
7
6
B
5
4
C
3
2
D
1
x
– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
–1
–2
–3
–4
E
–5

(b) Which shapes cannot be obtained from C by a rotation?

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 14.9 MEP Pupil Text 14

9. On a set of axes with x and y values from − 2 to 12, draw the triangle with corners
at the points (0, 0), (4, 5) and (1, 4).

(a) Rotate the triangle through 90° clockwise about the point (5, 6).
(b) Rotate the second triangle through 90° clockwise about the point (4, 3).
(c) Describe how to obtain the third triangle from the original triangle by a
single rotation.

10. The shape B can be obtained from A by two rotations. Describe these rotations.
y

7
B
6
5
4
3
A
2
1
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

14.10 Translations
A translation moves all the points of an
object in the same direction and the same
distance. The diagram shows a translation.

Here every point has been moved 8 units

to the right and 3 units up.
3
This translation is described by the vector
8
 8
 .
 3

Worked Example 1
D A
Describe the translation which moves
the shaded shape to each of the other
shapes shown.

C
B

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 MEP Pupil Text 14

Solution
D A

3 3
5 6

C
4 5 B

3
5

To move to A, the shaded shape is moved 6 units to the right and 3 units up.
 6
This is described by the vector   .
 3

To obtain B, the shaded shape is moved 5 units across and 5 units down.
 5
This is described by the vector   .
 − 5

To obtain C, the shaded shape is moved 3 units to the left and 4 units down.
 − 3
This is described by the vector   .
 − 4

To obtain D, the shaded shape is moved 5 units to the left and then 3 units up.
 − 5
This is described by the vector   .
 3

Worked Example 2
The shape shown in the diagram is to be
 6
translated using the vector   .
 − 2

Draw the image obtained using this translation.

Solution
 6
The vector   describes a translation which moves an object 6 units to the right and
 − 2
2 units down. This translation can be applied to each point of the original.

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14.10 MEP Pupil Text 14

The points can then be joined to give the

translated image.

Exercises
1. The shaded shape has been moved to each of the other positions shown by a
translation. Give the vector used for each translation.

A
G
B

E
D C

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 MEP Pupil Text 14

2. Describe the translation which

moves:
(a) A→C
(b) C→B C
(c) F→E B

(d) B→D A
(e) D→B
(f) E→C F
(g) C→D
D E
(h) A→F

3. Draw the shape shown and its image when translated

using each of the following vectors.

 2  3
(a)   (b)  
 4  − 1

 − 2  − 2
(c)   (d)  
 − 5  3

4. (a) Draw the shape shown.

 4
(b) Translate using the vector   .
 2

 1
(c) Translate the image using the vector   .
 − 4

(d) Which vector would be needed to translate the final image back to the
position of the original?

5.

(a) Describe a translation which would move one A onto another A.

(b) Describe any other translations which would move a letter onto the same
letter in a different position.

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14.10 MEP Pupil Text 14

6. The number 45 can be formed by translation of the

lines A and B. A B

Describe the translations which need

to be applied to A and B to form the number 45.

7. (a) Draw a simple shape.

(b) Write down the coordinates of each corner of your shape.
 2
(c) Translate the shape using the vector   and write down the coordinates of
 3
the new shape.
(d) Compare the coordinates obtained in (b) and (c). How do they change as a
result of the translation?
 4
(e) Repeat (c) and (d) with a translation using the vector   .
 − 2

 2
8. (a) Draw a simple shape and translate it using the vector   .
 5

 4
Then translate the image using the vector   .
 1

(b) Which single translation would map the original shape to its final position?

 3
(c) Translate your shape using the vector   . Then translate the image using
 7

 − 3
the vector   . Which single translation would move the original shape
 − 4
to its final position?

 4  − 6
(d) If a shape was translated using the vector   and then the vector   ,
 2  − 8
which single translation would be equivalent?

9. The points A, B, C and D have coordinates (4, 7), (2, − 6 ), ( − 3 , − 6 ) and (0, 7).
Find the vector which would be used to translate:
(a) A to B (b) C to D (c) D to A (d) A to D.

Just for Fun

1. By moving only one coin in the pattern shown,
make one row and one column, each containing 5 coins.
2. Rearrange the 8 coins to form a square with 3 coins on each side.
By rearranging 4 coins, make a square with 4 coins on each side.

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 MEP Pupil Text 14

14.11 Combined Transformations

An object can be subjected to more than one transformation, so when describing how a
shape is moved from one position to another it may be necessary to use two different
transformations.
y

Worked Example 1 6
Draw the image of the triangle shown if it is 5
first reflected in the line x = 4 and then 4

rotated clockwise about the point (4, 0). 3

2
1
Solution
x
0 1 2 3 4 5
The diagram below shows the line x = 4
and the image of the triangle when it has The new image can then be rotated
been reflected in this line. about the point (4, 0), as below.

y y

6 6
5 5
4 4
3 3
2 2
1 1 Centre of
Rotation
x x
0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 9 10
–1
–2
–3
–4
Worked Example 2
Describe two different ways in which the shape marked A can be moved to the position
shown at B.
y

10 A

2 B

x
0 2 4 6 8 10

135
14.11 MEP Pupil Text 14

Solution
One way, shown below, is to first An alternative approach is to rotate
 6
translate A using the vector   , shape A through 180° around point (2, 6).
 0
and then reflect in the line y = 6 . This can then be reflected in the line
y x = 6 to obtain B, as shown below.
y

10 A
10 A
 6
8  0 Centre of
 
Rotation
8
6 Mirror
y = 6 Line
6 Mirror
x=6 Line
4

4
2 B
2 B
x
0 2 4 6 8 10
x
0 2 4 6 8 10

Exercises
1. (a) Draw a set of axes with x and y values from 0 to 9. Plot the points (5, 1),
(7, 4), (9, 4) and (7, 1). Join them to form a single shape.
(b) Reflect the shape in the line y = 4 .
 − 4
(c) Translate the shape obtained in (b) using the vector   .
 − 3
(d) Rotate the original shape through 180° about the point with coordinates (5, 4)

2. (a) Draw a set of axes with x-values from 0 to 14 and y-values from 0 to 4.
Join the points (1, 4) and (4, 1) to form a straight line. Rotate this line
through 90° clockwise around the point (4, 1).
(b) Describe two ways in which the shape you have obtained could be
transformed into a 'W' shape.
y

3. The letter P is to be formed by applying a number of

transfomations to the solid line. Each transformation 6
maps the solid line onto one of the dashed lines.
Describe how this could be done using: 4

(a) only rotations

2
(b) only reflections.
x
0 2 4
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 MEP Pupil Text 14

4. (a) Draw a set of axes with x values from 0 to 16 and y values from −12 to 8.
(b) Join the points with coordinates (4, 1), (6, 1) and (6, 4) to form a triangle.
(c) Enlarge this triangle with scale factor 2 using the point (0, 1) as the centre
of enlargement.
(d) Rotate the new triangle through 180° about the point (9, − 2 ).
(e) Describe fully the transformations which map the final triangle back onto
the original.

5. (a) Draw a set of axes with x and y values from 0 to 8. Plot and join the points
(1, 5), (3, 5), (3, 8) and (1, 7).

(b) Rotate this shape through 90° clockwise around the point (3, 5).
 2
(c) Then translate the new image using the vector   .
 0
(d) Reflect this image in the line y = 4 .

(e) How could the final image be mapped back to the position of the original
with a single transformation?

6. (a) Draw a set of axes with x and y values from 0 to 10. Plot the points with
coordinates (2, 1), (4, 1) and (2, 4) and join them to form a triangle.
(b) Reflect this triangle in the line x = 4 and then reflect the image in the line
x = 7.
(c) Which single transformation would map the original triangle onto its final
position?
(d) Reflect the original triangle in the line y = 6 − x and then reflect this
image in the line y = 11 − x . Which single transformation would map the
final triangle back to its original position?
y

7. (a) The triangle A can be

6
mapped onto B, C and D A
using single H
4
transformations.
Describe fully each 2
transformation. G B

x
(b) The triangle A can be –8 –6 –4 –2 0 2 4 6
mapped onto E, F, G C
–2
and H using two
transformations.
–4
E
Describe fully each pair
of transformations. F D
–6

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14.11 MEP Pupil Text 14

8. (a) (i) Draw a simple shape and reflect it in any vertical line.
(ii) Reflect the image in any horizontal line.
(b) Describe two other ways in which the original image could have been
mapped onto the final image.
(c) Repeat (a) and (b) using any two lines which are perpendicular.
(d) Do you obtain the same result in each case?

9. Copy the diagram below and show the answers to the questions on this diagram.
(You are advised to use a pencil.)
y

x
0

(a) Draw the reflection of the F in the x-axis.

(b) Rotate the original F through 90° anticlockwise, with O as the centre of
rotation. Draw the image.
(c) Enlarge the original F with centre of enlargement O and scale factor 2.
(MEG)
y
10. (a) Triangle A is mapped onto triangle B
by means of an anticlockwise rotation,
4
centre the origin, followed by another
translation.
2
(i) Write down the angle of rotation. A

(ii) Find the column vector of the 0

x
–4 –2 2 4
translation.
–2
(b) Triangle A may be mapped onto B
triangle B by means of a single rotation.
–4
Find the coordinates of the centre of
rotation.

(c) Triangle B is reflected in the line y = − 2 to form triangle C. Describe the

single transformation which would map triangle A onto triangle C.
(MEG)

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 MEP Pupil Text 14

14.12 Congruence
Two shapes are said to be congruent if they are identical
in every way.

Shapes which are different sizes but which have the same
shape are said to be similar.

These triangles are congruent. 5 cm 7 cm

7 cm
3 cm

5 cm
3 cm

The triangle below is similar to the triangles above but because it is a different size it is
not congruent to the triangles above.
3.5 cm
1.5 cm

2.5 cm

There are four tests for congruence which are outlined below.

TEST 1 (Side, Side, Side)

If all three sides of one triangle
are the same as the lengths of the
sides of the second triangle, then
the two triangles are congruent.

This test is referred to as SSS.

TEST 2 (Side, Angle, Side)

If two sides of one triangle are
the same length as two sides of
the other triangle and the angle
between these two sides is the
same in both triangles, then the
triangles are congruent.

This test is referred to as SAS.

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14.12 MEP Pupil Text 14

TEST 3 (Angle, Angle, Side)

If two angles and the length of
one side are the same in both
triangles then they are congruent.

This test is referred to as AAS.

TEST 4 (Right angle, Hypotenuse, Side)

If both triangles contain a right angle,
have hypotenuses of the same length
and one other side of the same length,
then they are congruent.

This test is referred to as RHS.

Worked Example 1
Which of the triangles below are congruent to the the triangle ABC?

C F

45.5˚
5 cm
4 cm 5 cm 3.6 cm

E
52.4˚ 4 cm
A B
3.6 cm D
I L

52.4˚

5 cm 4 cm

45.5˚ 52.4˚
G H J 3.6 cm K

Solution
Consider first the triangle DEF: AB = DE
BC = EF
AC = DF
As the sides are the same in both triangles the triangles are congruent. (SSS)
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 MEP Pupil Text 14

Consider the triangle GHI: BC = HI

ˆ = GHI
ABC ˆ
ˆ = G ˆIH
ACB
As the triangles have one side and two angles the same, they are congruent. (AAS)

Consider the triangle JKL: Two sides are known but not the angle between, so there is
insufficient information to show that the triangles are congruent.

A B

Worked Example 2
C
ABCDF is a square and BC = EF .

Find the pairs of congruent triangles in the diagram.

G

Solution F E D

Consider the triangles ABC and AFE:

AB = AF (ABDF is a square.)
BC = FE (This is given in the question.)
ˆ = AFE
ABC ˆ = 90° (They are corners of a square.)
The triangles ABC and AFE have two sides of the same length and also have the
same angle between them, so these triangles are congruent. (SAS)

Consider the triangles ACG and AEG:

AC = AE
∇ ∇
( ABC and AFE are congruent.)
AG = AG (They are the same line.)
ˆ = CGA
EGA ˆ = 90° (This is given in the question.)
Both triangles contain right angles, have the same length hypotenuse and one other
side of the same length. So the triangles are congruent. (RHS)

Investigation
1. How many straight lines can you draw to divide a square into two congruent
parts?
2. How many lines can you draw to divide a rectangle into two congruent parts?
3. Can you draw two straight lines through a square to divide it into four congruent
quadrilaterals which are not parallelograms?

141
14.12 MEP Pupil Text 14

Exercises
1. Identify the triangles below which are congruent.

A
5 cm D
F

4 cm 8 cm
5 cm 8 cm

G
C E
4 cm
B
69˚

K
6 cm 4.61 cm
66˚

4.61 cm 6.08 cm 45˚ H

I 6.08 cm

L
J

10 cm

20˚ N
85˚
R M

75˚
10 cm
T

20˚ Q
P
4.61 cm

45˚
U
S 6 cm

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 MEP Pupil Text 14

2. If O is the centre of the circle,

prove that the triangles OAB
and OCB are congruent.

A B C

3.

D
A

If O is the centre of both circles,

O prove that the triangles OAB
and ODC are congruent.

C
B
A B

4. If O is the centre of the circle,

prove that the triangles OAB
and OCD are congruent. O

D
5. C
C D
B

E
When BC = EF , this rhombus contains
two congruent triangles.
Identify the triangles and prove that
F they are congruent.

A
143
14.12 MEP Pupil Text 14

6. If O is the centre of the circle

and AD = BC , show that ABD
and CDB are congruent triangles.
O
D B

7. Two triangles have sides of lengths 8 cm and 6 cm, and contain an angle of 30° .
Show that it is possible to draw 4 different triangles, none of which are congruent,
using this information.
B
8. The diagram shows the parallelogram A
ABCD with diagonals which cross at X.
Prove that the parallelogram contains
X
2 pairs of congruent triangles.

C
D
H G
9. The diagram shows a cuboid.
The mid-point of the side DC is X.
X
(a) Show that the triangles AHG D C
and FAD are congruent.
(b) Show that the triangles ADX 4
and BCG are congruent. E F

A 4 B

Investigation
1. In how many ways can you cut a square piece of cake into two congruent parts?
2. How can you use eight straight lines of equal length to make a square and four
congruent equilateral triangles?

Just for Fun

Study the diagram opposite and then find the ratio of the
area of the large triangle to that of the small triangle.

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 MEP Pupil Text 14

14.13 Similarity
Similar shapes have the same shape but may be different sizes. The two rectangles shown
below are similar – they have the same shape but one is much smaller than the other.

2 cm
6 cm

3 cm

9 cm

They are similar because they are both rectangles and the sides of the larger rectangle are
three times longer than the sides of the smaller rectangle.

It is interesting to compare the area of the two rectangles. The area of the smaller
rectangle is 6 cm 2 and the area of the larger rectangle is 54 cm 2 , which is nine times 32 ( )
greater.

Note
In general, if the length of the sides of a shape are increased by a factor k, then the area is
increased by a factor k 2 .

5 4 5
These two triangles are not similar. 3

4
6

The lengths of the sides of the triangles are not in the same ratio and so the triangles are not
similar. For two triangles to be similar, they must have the same internal angles, as shown
below.

7.71 15.42
30˚ 30˚
50˚ 50˚
6
12
3.92 100˚
7.84 100˚

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14.13 MEP Pupil Text 14

The diagrams below show 3 similar cubes.

3 cm
2 cm
1 cm

1 cm 1 cm
2 cm 3 cm
2 cm
3 cm

Length Area of
of side one face Surface Area Volume

1 cm 1 cm2 6 cm2 1 cm3

2 cm 4 cm2 24 cm2 8 cm3

3 cm 9 cm2 54 cm2 27 cm3

The table gives the lengths of sides, area of one face, total surface area and volume.

Comparing the larger cube with the 1 cm cube we can note that:

For the 2 cm cube

The lengths are 2 times greater.
The areas are 4=2 2
times greater.
The volume is 8=2 3
times greater.

For the 3 cm cube

The lengths are 3 times greater.
The areas are 9=3 2
times greater.
The volume is 27 = 33 times greater.

Note
If the lengths of a solid are increased by a factor, k, its surface area will increase by a
factor k 2 and its volume will increase by a factor k 3 .

Worked Example 1
(a) Which of the triangles shown below are similar?

A B
50˚
6.13 cm 9.04 cm 12.26 cm 18.08 cm

60˚ 70˚
8 cm 16 cm

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 MEP Pupil Text 14

C D
50˚

60˚ 3.5 cm 4.52 cm

6 cm 70˚

4 cm
(b) How do the areas of the triangles which are similar compare?

Solution
(a) First compare triangles A and B.
Here all the lengths of the sides are twice the length of the sides of triangle A,
so the two triangles are similar.

Then compare triangles A and C.

Here all the angles are the same in both triangles, so the triangles must be similar.

Finally, compare triangles A and D.

1 1 1
Note that 4 = × 8 and 4.52 = × 9.04 , but 3.5 ≠ × 6.13 .
2 2 2
So these triangles are not similar.

(b) The lengths of triangle B are 2 times greater than the lengths of triangle A, so the
area will be 2 2 = 4 times greater.
3
The lengths of triangle C are of the lengths of triangle A.
4
2
So the area will be   =
3 9
of the area of triangle A.
 4 16

The ratio of the areas of triangles C : A : B can be written as:

9
:1: 4
16
or 9 : 16 : 64 .
A
Worked Example 2
(a) Explain why the triangles ABE and ACD are similar. x 6
(b) Find the lengths of x and y.
(c) Find the ratio of the area of ABE to BCDE. E B
6 y
4
Solution
D C
(a) As the lines BE and CD are parallel, 9

ˆ = ACD
ABE ˆ

and ˆ = ADC
AEB ˆ .

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14.13 MEP Pupil Text 14

As the corner, A, is common to both triangles,

ˆ = EAB
DAC ˆ .

So the three angles are the same in both triangles and therefore they are similar.

(b) Comparing the sides BE and CD, the lengths in the larger triangle are 1.5 times
the lengths in the smaller triangle. Alternatively, it can be stated that the ratio of the
lengths is 2 : 3.

So AC will be 1.5 times bigger than AB.

AC = 1.5 × 6
= 9.
So y = 3.

In the same way, AD = 1.5 × AE ,

so 4 + x = 1.5 x
4 = 0.5 x
x = 8.

3
(c) As the lengths are increased by a factor of 1.5 or for the larger triangle, the areas
2
2
will be increased by a factor of 1.52 or   . We can say that the ratio of the areas
3
 2
9
of the triangles is 1 : 2.25 or 1 : or 4 : 9.
4
If the area of the triangle ABE is 4k, then the area of the triangle ACD is 9k and
hence the area of the quadrilateral BCDE is 5k.

So the ratio of the area of ABE to BCDE is 4 : 5.

Worked Example 3
The diagrams show two similar triangles.
D
A

5 cm
3 cm

C 4 cm B
F E

If the area of the triangle DEF is 26.46 cm2, find the lengths of its sides.

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 MEP Pupil Text 14

Solution
If the lengths of the sides of the triangle DEF are a factor k greater than the lengths of the
sides of the triangle ABC, then its area will be a factor k 2 greater than the area of ABC.
1
Area of ABC = ×4×3
2

= 6 cm 2 .

So 6 × k 2 = 26.46

k 2 = 4.41

k = 4.41

= 2.1 .

So the lengths of the sides of the triangle DEF will be 2.1 times greater than the lengths of
the sides of the triangle ABC.
DE = 2.1 × 5
= 10.5 cm

DF = 2.1 × 3
= 6.3 cm

EF = 2.1 × 4
= 8.2 cm .

Worked Example 4
A can has a height of 10 cm and has a volume of 200 cm 3 . A can with a similar shape
has a height of 12 cm.
(a) Find the volume of the larger can.
(b) Find the height of a similar can with a volume of 675 cm 3 .

Solution
(a) The lengths are increased by a factor of 1.2, so the volume will be increased by a
factor of 1.2 3 .
Volume = 200 × 1.2 3
= 345.6 cm 3 .

(b) If the lengths are increased by a factor of k, then the volume will be increased by k 3 .
675 = 200 × k 3
k 3 = 3.375

k = 3
3.375

= 1.5 .

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14.13 MEP Pupil Text 14

So the height must be increased by a factor of 1.5, to give

height = 1.5 × 10
= 15 cm .

Exercises
1. Which of the triangles below are similar?

A B
5 cm 78.5˚ 60˚
8 cm
57.1˚ 6 cm 4 cm
30˚
7 cm 44.4˚ 6.92 cm

C D
60˚
12 cm 20 cm
11 cm
30˚

14 cm

E F
44.4˚ 56 cm
1 cm 48 cm

44 cm
78.5˚ 57.1˚

2. The diagram shows 2 similar triangles.

D 12.99 E

A 4.33 B

60˚

C
F

(a) Copy the triangles and label all the angles and the lengths of all the sides.
(b) How do the areas of the two triangles compare?
(Express your answer as a ratio.)

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 MEP Pupil Text 14

3. The diagram shows two similar rectangles, ABCD and EFGH.

E
F

A B

2 cm

6 cm
D C H G
6 cm

Find the lengths of AB and EH if the ratio of the area of ABCD to the area of
EFGH is:
(a) 1:4 (b) 4 : 9.

A B C
4. The diagram shows two regular hexagons and AB = BC .
H I
(a) What is the ratio of the area of the smaller
hexagon to the area of the larger hexagon? G K J D

(b) What is the ratio of the area of the smaller

hexagon to that of the shaded area?
F E
A
5. (a) Explain why the triangles
ABE and ACD are similar.
(b) Find the lengths of:
7 cm 6 cm
(i) AD
(ii) DE
112˚
(iii) BC E B (c) Find the ratio of
2 cm
the areas of:
(i) ABE to ACD
(ii) ABE to BCDE.
112˚
D C A
5 cm

49.5˚
6. (a) Explain why ABE and ACD are similar triangles.
7.5 cm 3 cm
(b) What can be deduced about the lines BE and CD?
B
(c) Find the lengths x and y. 22.3˚
6 cm
(d) Find the ratio of the area of the triangle ABE E
4 cm
to the area of the quadrilateral BCDE.
108.2˚
x C

y
D
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 MEP Pupil Text 14
14.13

7. A bottle has a height of 8 cm and a volume of 30 cm 3 . Find the volume of similar

bottles of heights:
(a) 12 cm (b) 10 cm (c) 20 cm.

8. A box has a volume of 50 cm 3 and a width of 6 cm. A similar box has a width of
12 cm.
(a) Find the volume of the larger box.
(b) How many times bigger is the surface area of the larger box?

9. A packet has the dimensions shown in the diagram.

All the dimensions are increased by 20%. CRISPY

30 cm BITES
(a) Find the percentage increase in: FOR
CATS
(i) surface area (ii) volume. 8 cm

(b) Find the percentage increase needed in the 20 cm

dimensions of the packet to increase the volume by 50%.

10. Two similar cans have volumes of 400 cm 3 and 1350 cm 3 .

(a) Find the ratio of the heights of the cans.
(b) Find the ratio of the surface areas of the cans.

11. One box has a surface area of 96 cm 2 and a height of 4 cm. A second similar box
has a volume of 1728 cm 3 and a surface area of 864 cm 2 .
Find:
(a) the height of the larger box (b) the volume of the smaller box.

12 X
Diagram not
accurately drawn
18.9 cm
A
4.5 cm

O Y
15 cm B

(a) Calculate the length of OY.

(b) Calculate the size of angle XOY.
(LON)

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 MEP Pupil Text 14

13. Triangles ABC, PQR and HIJ are all similar. J

Not to scale
R Not to
12.5 cm
C 30˚
10 cm
5 cm

Q I
B
5 cm
A P H

(a) Calculate the length of AB. (b) What is the size of angle B?
(c) Calculate the length of HJ.
(SEG)

14.

I stood 420 m away from the tallest building in Singapore. I held a piece of
wood 40 cm long at arms length, 60 cm away from my eye. The piece of wood,
held vertically, just blocked the building from my view.
Use similar triangles to calculate the height, h metres, of the building.
(LON)

15. AD = 4 cm , BC = 6 cm , angle BCD = 35° . B

BD is perpendicular to AC. N
Not to scale 6 cm
(a) Calculate BD.
35˚
(b) Calculate angle BAC. A C
4 cm D
(c) Triangle A ′ B′ C ′ is similar to triangle ABC.
The area of triangle A ′ B′ C ′ is nine times the area of triangle ABC.
(i) What is the size of angle A ′ B′ C ′ ?
(ii) Work out the length of B′ C ′ .
(SEG)

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14.13 MEP Pupil Text 14

16. A roof has a symmetrical frame, with dimensions as shown.

AB = BC B
PR = AP 5m NotNot
to scale
to scale
ˆ = 90°
ATB R S
5m

A P T Q C
18 m

(a) (i) Write down a triangle which is similar to triangle ABC.

(ii) Calculate the length PR.
(b) Calculate the value of angle BAT.
(SEG)

17. Two wine bottles have similar shapes. The standard bottle has a height of 30 cm
and the small bottle has a height of 23.5 cm.

Not to scale

30 cm
23.5 cm

Standard bottle Small bottle

(a) Calculate the ratio of the areas of the bases of the two bottles.
Give your answer in the form n : 1.
(b) What is the ratio of the volumes of the two bottles?
Give your answer in the form n : 1.
(c) Is it a fair description to call the small bottle a 'half bottle'?
Give a reason for your answer.
(MEG)

18. The normal size and selling price of small and medium toothpaste is shown.

A supermarket sells the toothpaste on special offer.

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 MEP Pupil Text 14

(a) The special offer small size has 20% more toothpaste for the same price.
How much more toothpaste does it contain?
(b) The special offer medium size costs 90 pence for 135 ml. What is the
special offer price as a fraction of the normal price?
(c) Calculate the number of ml per penny for each of these special offers.
Which of these special offers gives better value for money?
You must show your working.
(d) (i) The 60 ml content of the small size has been given to the nearest
10 ml. What is the smallest number of ml it can contain?
(ii) The 135 ml content of the medium size has been given to the nearest
5 ml. What is the smallest number of ml it can contain?
(SEG)

19. (a) Two bottles of perfume are similar to each other. The heights of the bottles
are 4 cm and 6 cm. The smaller bottle has a volume of 24 cm 3 .
Calculate the volume of the larger bottle.
(b) Two bottles of aftershave are similar to each other. The areas of the bases
of these bottles are 4.8 cm 2 and 10.8 cm 2 . The height of the smaller
bottle is 3 cm. Calculate the height of the larger bottle.
(NEAB)

14.14 Enlargements with Negative Scale Factors

When an enlargement uses a scale factor which is negative, the image will be reversed
and turned upside down. The image lines must be drawn from each point on the original
through the centre of enlargement and then the image can be drawn beyond the centre
of enlargement as shown below.

Centre of Enlargement

1
Scale Factor −
2

Scale Factor – 1

Scale Factor – 2

Note
The scale factor affects the lengths of the shapes: for scale factor − 2 the lengths are
doubled, for scale factor − 12 they are halved and for scale factor −1 they remain the
same.

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14.14 MEP Pupil Text 14

Worked Example 1
The triangle ABC has been enlarged to give the image A ′ B′ C ′ . Find the centre of
enlargement and the scale factor.

A C'

B B'

A'

Solution
To find the centre of enlargement, join the corresponding corners of the image to the
original

A C'

B B'

C
Centre of
Enlargement

A'

To find the scale factor, first compare the lengths. For example, AC = 2 cm and
A ′ C ′ = 6 cm . The sides of the image are all 3 times longer than the sides of the original.
As the image has also been inverted, the scale factor is − 3 .

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 MEP Pupil Text 14

Worked Example 2
Enlarge the shape shown in the diagram with
scale factor − 2 and the centre of enlargement Centre of
Enlargement
marked.

Solution
The diagram shows lines drawn through the centre of enlargement from each corner of
the original. Theen the positions can be fixed using:
OA ′ = 2 × OA
OB′ = 2 × OB
OC ′ = 2 × OC
OD ′ = 2 × OD

and measuring from O away from the original shape gives:

A
D'
B
C
O
D C'

B'
A'

Then points can be joined to give the shape shown below.

A
D'
B

C
O
D C'

B'

A'

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14.14 MEP Pupil Text 14

Exercises
1. The diagram below shows the original shape (shaded) and the images which could
be obtained by enlargements with different scale factors. State the scale factor for
each enlargement.

C
A B

G F E

2. The shaded shape has been enlarged to give the other images. For each image find
the scale factor and the coordinates of the centre of enlargement.

y
12

10
B
A
8

6
D

4
C

0
0 2 4 6 8 10 12 14 16 18 x

Just for Fun

>
< >
>
>
>

>

Copy the diagram and fill in the nine circles with different
>
numbers using the nu mbers 1, 2, 3, 4, 5, 6, 7, 8 and 9
>
< >
so that each inequality involved is valid.
>

>
>

>
Try to find as many solutions as you can. >
< >
158
 MEP Pupil Text 14

3. Copy each diagram below. Enlarge each shape using the scale factor and centre of
enlargement given.

(a) (b)

Centre of
Enlargement
Centre of
Enlargement

11
Scale Factor – 2 Scale Factor − 2

(c) (d)

Centre of Centre of
Enlargement Enlargement

Scale Factors −− 122 and – 2

1
Scale Factors – 1 and – 2

4. (a) Copy the axes and triangle shown below.

y

x
–8 –6 –4 –2 2 4 6

–2

–4

–6

–8

(b) Draw the image obtained when the original is enlarged with:

(i) scale factor − 2 , centre of enlargement ( − 1, 1)

(ii) scale factor −1 12 , centre of enlargement (2, 0)
(iii) scale factor − 12 , centre of enlargement ( − 3, 3)
(iv) scale factor −1, centre of enlargement (3, 3) .

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14.14 MEP Pupil Text 14

5. (a) Copy the diagram and show how the

larger image can be obtained from
the shaded shape by a single enlargement.

(b) Show how the larger shape can be

obtained by two successive enlargements
starting with the shaded shape.

Show the centre of enlargement and

state the scale factor for both enlargements.

6. The shaded shape is enlarged to give the other shape.

(a) Copy the diagram and find two possible centres of enlargement.
State the scale factor for each of the two centres.

(b) The shaded shape below has been enlarged to give the other shape.

Find the centre of enlargement. Explain why there is only one possible
centre of enlargement.

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 MEPPupuTlex1t4

MEP Pupil Text 14

7. (a) Draw a single shape and enlarge with scale factors −1, − 2 and − 3 using
(0, 0) as the centre of enlargement.
(b) List the coordinates of the original and the three images. How do the
coordinates change as a result of these enlargements?
(c) Find the area of each shape. How is the area affected by each enlargement?
(d) Would your answers to (b) and (c) be the same if the centre of enlargement
was not (0, 0) ? Use a different centre of enlargement for some enlargements
to illustrate your answer.

B
8. Triangle P is mapped to triangle Q by an
enlargement of scale factor − 0.5 . P
F
Q A

If AB is of length 6.4 cm, how long is FD? D

(LON)

Just for Fun

The diagram opposite shows four equilateral triangles
formed by using 9 toothpicks.
By removing 3 toothpicks and rearranging the figure,
can you form 4 congruent triangles?

161